EDUC 2220- Educational Technology Lesson Plan Template

Poetry Unit

Lauren Coffaro3rd Grade/ English Language Arts

Common Core Standards:

W.3.2  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.3.5  With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

W.3.6  With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.3.7  Conduct short research projects that build knowledge about a topic. W.3.8  Recall information from experiences or gather information from print and digital sources;

take brief notes on sources and sort evidence into provided categories. W.3.10  Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Lesson Summary:The purpose of this lesson is to understand and undergo the writing process ( pre-write, write, revise, edit publish.) The students will be doing this by completing the given tasks, according to the timeframe given. We will be writing poems and after completing the writing tasks, we will be presenting our final projects.

Estimated Duration:This lesson will take about 250 minutes. The time will be divided among 10 class periods of 25 minutes each.

Commentary: I plan on giving the students the information that they need in order to complete the different tasks outlined in this lesson plan. I want them to take the information that I provide them along with their own creative twist to create the components of this assignment. Some of the challenges that I anticipate are the number of technology pieces involved and time management. I think that some of the students will struggle with all of the technology pieces that need to go into the final assignment. My plan to overcome this obstacle is to make myself and whatever type of help that I have in the classroom available to assist them with the challenges they may face and checklists so that they can ensure that they have all of the required pieces in the final project and along the way. I also think that time management may be an issue. I believe that the students can complete the assignments in the allotted time but I think some students may take longer to perfect their work than others. Students who struggle with time management have the option to come to school early, have an indoor recess, stay late after class and do work at home. In order to get my students hooked and excited about the lesson, I plan on reading them some animal poem riddles to see if they can guess the animal each poem is about. ( I plan on reading 3 different poems)

Instructional Procedures:

Day 1:

1. Read three poem riddles about animals. (I got these poems from http://playtowrite.files.wordpress.com/2012/02/animal-riddle-3.png they were written by 4th graders.)

ner

I will invite the students to guess which animal fits the riddle and then I will ask them to guess why I read these. When they suggest that we might be writing poems, I will say you are correct! ( 5 minutes)

2. Next, use the SmartBoard to show the class a KWL chart. ( see the KWL chart in Apendix A). Tell Students that we will be learning about the Writing Process and using the steps of this process to write a poem. Ask students to tell you what they know about the Writing Process. Then fill in the chart accordingly. Ask students to tell you what they want to know about the Writing Process. Then fill in the chart accordingly. ( 5 minutes)

3. After the lesson is over, the teacher will evaluate the parts of the writing process that the students brought up in the discussion using the checklist in Appendix B.

4. Introduce the Timeline of expected tasks. Hand out the Timeline to students found in Appendix C. Using the Smart Board, show students the checklist along with the dates things are “due”. Then ask if students have any questions. (5 minutes)

5. Students will have some time to pick an animal that they wish to write about. Instruct students to chose an animal that interest them. ( 3 minutes)

6. Hand out KWL Chart to all students. Instruct the students to brainstorm the information that you know about the animal you have chosen. Use your KWL Chart (found in Appendix A)and jot down all of the information you know. ( 5 minutes).

Day 2: 1. Brainstorm on the Smart Board with the students about what kinds of information you may want to

know in order to write an awesome poem about the animal you have chosen. ( 5 minutes)2. Instruct students to get out the KWL chart that they began filling out yesterday. Have them write down

questions that they would like the answers too about the animal they have chosen in the ( W colum of the chart). ( 5 minutes)

3. Use approved websites on the internet, encyclopedias and library books to find out the remaining answers to the questions you have about the animal you have chosen. Write the information that you find in your KWL chart ( under the L column.) ( 15 minutes).

Day 3:1. Show the students how to use www.wordle.com . Show them how to print and how to save the Wordle

to the classroom file. ( 3 minutes)2. Hang the Wordles in the hallway so other classes can see our minds at work.

3. Instruct the students to use the laptops and go to www.wordle.com and create a Wordle with the key words and ideas from their brainstorming KWL chart. When they have completed their wordle, print it and save it to the classroom file. ( 10 minutes)

4. Using the example in Appendix D, explain to students what an acrostic poem is and ask if they have any questions. ( 7 minutes).

5. Allow students to begin their poem. They may either use Microsoft word on the laptops or their writing notebooks, whichever they feel more comfortable with. ( 5 minutes).

Day 4:1. Ask students if they have any questions. ( 2 minutes)2. Allow students to have the remaining time to write their poems again using the laptop or writing

notebooks. ( 23 minutes).3. When students finish their poems they may feel free to read the poetry books that the teacher has rented

from the library. 4. If students do not complete the writing portion of their poems during class time they are instructed to

complete the poem for homework.Day 5:

1. Ask students what the meaning of the term revise is. Ask one of them to look up the definition in the dictionary and share it with the class. Discuss. Then hand out the revision rubric found in Appendix E. Discuss the Rubric. Ask if there are any questions. ( 5 minutes)

2. Instruct students to follow the Revision rubric on their own poems. ( 5 minutes)3. Give students the peer editing form. Ask them to switch poems with a peer and edit each others work.

( 15 minutes) Appendix F4. Homework: 1. Ask students edit their own poems with the suggestions and rubric that their peers filled

out. 2. Instruct students to go to the student blog ( on blogspot.com) and respond to the following prompt: After reading your peer’s poem, what was one strength your partner had in their writing? Name one thing that you learned about the animal your partners wrote about. Please remember, to make a positive statement about your partner work. Also, make sure that you use complete sentences and CHECK YOUR SPELLING.

Day 6:1. Go to www.voki.com . Show students what a voki is by using an example you have created. Explain to

them how to create an avatar and how to record their voice. ( 5 minutes)2. Instruct students to create their own avatar on Voki. ( 5 minutes)3. Instruct students to record their poem on Voki. ( 8 minutes)4. Save the Voki to the classroom file and on the Voki Website. ( 3 minutes)

Day 7:1. Show students how to use Prezi by creating a Prezi like the one they will be making with the students. (

20 minutes)2. Hand out the rubric for the Prezi Presentation. Answer any questions the students may have. Appendix

G.( 5 minutes)Day 8:

1. Answer any questions the students may have.( 2 minutes)2. Allow them to use the laptops to create their Prezi Presentation.( 23 minutes) 3. Finish any of the presentation for homework that is not compelted in class.

Day 9:1. Ask students to present their Prezi’s to the class using the Smart Board.

Day 10:2. Ask students to present their Prezi’s to the class using the Smart Board.

Pre-Assessment:I plan on Pre-Assessing my students knowledge of the writing process by conducting a KWL conversation. I will use the Smart Board to create a KWL chart. This is a chart that separates into 3 columns the things that you know, the things you want to know and the things that you have learned about the lesson topic. In our initial assessment, I will ask the students what they know about the writing process and we will fill in the chart. Then I will ask students what they want to know about the writing process and we will fill in the chart. We will fill in the Learning part of the chart at the end of the lesson after we have gone through the writing process and have learned something. (Appendix A)

Scoring Guidelines:I will determine the students existing knowledge of the writing process by determining which steps of the writing process they discussed in this pre-assessment discussion. ( The steps I am looking for include pre-write, write, revise, edit, publish.)( Appendix B)

Post-Assessment:The students will complete a final technology project using Prezi. They will include the individual assignments that are included in the lesson plan.

Scoring Guidelines:In order to assess the students knowledge and ability to undergo the writing process at the end of this lesson, I will be using a rubric that I have created. I will score the rubric to determine if they have completed the entire assignment and to what degree.

( Appendix C and Appendix G)

Differentiated Instructional SupportDescribe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: I also think that some students will breeze through these assignments and I will challenge those students to create different types of poetry and also to use different technology programs such as kidspiration to add in their Prezi’s.Discuss additional activities you could do to meet the needs of students who might be struggling with the material: I think that time management is the biggest issue that my students will run into and so for students who struggle staying on tasks I will provide extra time before and after school as well as during recess and any other free time throughout the day. I also think that some students may struggle creating sentences that begin with the letters of the animals name. For these students I will ask that they come up with the correlating number of facts for the letters in the name but the sentences do not need to begin with the letters of the animals name.

Homework Options and Home ConnectionsThe students will not be assignment homework each night but on Day 5, they will be expected to blog about their peer editing experience on the class blog website. The students will highlight one strength of their peer’s work and also one thing that they learned about their peers chosen animal. On this day they will also be expected to take their peer’s critique into consideration and edit their poems for homework. Also, on day 8 they will be expected to complete any unfinished work for their final projects.

Interdisciplinary ConnectionsThis lesson plan could also be integrated with a science lesson on animals as well as a reading, technology and public speaking. First, I could pair this lesson unit with a life science lesson on animals and different environments or the life cycle. The students could have to present about a certain type of information about the animal if I were to do this. Also, this could be paired with a reading assignment if I gave the students a series of types of poems and had them read the poems in a small group setting we could really break into parts the writing process and further discuss different types of poetry. I could also pair with a technology coach to help coach the students in their Prezi Presentations.

Materials and Resources:

For teachersThe attatched rubrics and charts, computers, internet, smart board, poems, poetry books, access to voki and prezi, permission to use the programs from the school.

For students Notebok, pen, dictionary, computer, internet, smartboard

Key VocabularyPrewriteReviseEditPreziVokiAvatarAcrostic poem

Additional Notes

Appendix AKWL Chart:

What do I know? What do I want to know? What did I learn?

Appendix B

The Writing Process Checklist:

_____Pre-write

_____Write

_____Revise

_____Edit

Did students discuss these steps in the discussion about what they know and want to know about the writing process?

_____PublishAppendix C

Timeline of Tasks:____ 1. Pick an animal to write about____ 2. Complete the Know portion of KWL chart.____ 3.Complete the Want to know portion of KWL chart.____4.Complete the What I learned portion of the KWL Chart.____5. Create a Wordle. Save it to classroom file. Print.____6. Write my poem.____7. Self evaluate.____8.Peer Edit.____9.Edit.____10.Blog.____ 11.Create Voki Avatar.____12. Record Voki voice.____13. Create Prezi____14. Present my Prezi.

Appendix D

Appendix E

Self-Evaluation Rubric_____ Is everything spelled Correctly?_____ Is it an acrostic Poem?_____ Does it make sense?_____ Is the Information true?_____ Am I proud of my work?Appendix F

Peer Evaluation:

Name_____________________ Partner Name____________________________

Was everything Spelled Correctly?

Does the poem make sense?

What is one thing my partner did really well?

What is one thing my partner could work on?

What is one thing I learned about this animal?

Appendix G

Prezi checklist:

_____ Name of animal._____ A Picture of the animal._____ KWL chart_____ Wordle_____ My partners blog post about my strength and what they learned about my animal._____ Voki_____ Poem_____ Present my Prezi